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Can Social & Emotional Learning and New Media Literacies Save the World

(or at least, Pedagogy)?:

Participatory learning methodologies in an HIV/AIDS

intervention to Senegalese adolescents

Laurel Felt felt@usc.edu

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Reseau Africain d’Education pour la Sante

• aka, African Health Education Network• Mission

– To implement projects based on an integrated and innovative application of ICT to strengthen health and education programs and institutions

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Partners

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Programs

“RAES designs and implements new approaches to inform, strengthen, and bring together professionals and youth alike who are committed to development in West Africa…”

Theory of change = ICT for empowerment

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www.sunukaddu.com

• Objective– To improve the response to HIV/AIDS in school by

voluntary tracking, promotion of human rights• Activities

– RAES trains youth leaders in A/V recording for 10 weeks– youth create + upload media on AIDS/HIV– youth form student clubs (with support of adults)

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Genealogy of Collaboration• Needs assessment

• Introspection• Process evaluation• Outcome evaluation• Stakeholder buy-in

• Research• Theoretical support• Evidence-based roadmap• Exemplars

• Development• Theory generation• Curricula• Funds

• Discussion• Consensus• Scope, sequence• Win-win

• Preparation = NOW• Implementation (July)• Assessment• Modification

• Adjustments• Scale up

• Re-implementation

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Needs Assessment

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Objectives1. What is the objective of the summer student

training session? What knowledge do you want participants to learn? What skills do you want participants to learn?- Impact health behaviors and attitudes among Senegalese youth in the domains of HIV/AIDS stigmatization and discrimination. - Emphasize the importance of voluntary counseling and testing (VCT) for HIV, as well as the role of peer support in reducing health risks.

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Strength Areas2. What are some programmatic areas of strength that

you want to preserve and/or extend?– Ability to develop messages (sounded, persuasive,

entertaining, clear, well-produced)– Focus less on multimedia/web production, more on

audiovisual– Tools (through cell phones?) and content (writing,

drawings, posters)– For HS graduates, might focus on clothes, art, pottery,

jewelry to disseminate messages

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Growth Areas3. What are some programmatic areas of

challenge that could use retooling?– COMMUNICATION SKILLS – Storytelling -- ability to sound true or tell own

story– Stories using digital tools

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Student Clubs’ Objective4. What is the objective of the student clubs? What do

you want student leaders and participants to learn? What do you want student leaders and participants to do?– To learn about reproductive health and how to

communicate– Use digital tools to produce content (fiction/non-fiction)

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Student Clubs’ Status5. What is the current status of the student clubs

-- are there any in operation? If so, how many? How many participants in each?– Three clubs in three participating schools.– Project’s activities ended last June.– Clubs still exist but activities are slow.– Evaluation due in March.

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Research

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Social and emotional learning (SEL)

“SEL teaches the skills we all need to handle ourselves, our relationships, and our work, effectively and ethically…”

(Collaborative for Academic, Social, and Emotional Learning, 2010)

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SEL Competencies• Self-awareness• Self-management• Social awareness• Relationship skills• Responsible decision-making

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New Media Literacies“Participatory culture shifts the focus of literacy from

one of individual expression to community involvement. The new literacies… build on the foundation of traditional literacy, research skills, technical skills, and critical analysis skills taught in the classroom.”

(Jenkins et al., 2006)

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New Media Literacies

• Play • Performance • Simulation • Appropriation • Multitasking • Distributed

Cognition

•Collective Intelligence • Judgment• Transmedia Navigation• Networking• Negotiation • Visualization

(Jenkins et al., 2006)

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Collective Intelligence• the ability to pool knowledge and compare notes

with others toward a common goal (Jenkins et al., 2006)

• “…nobody knows everything, everyone knows something, and what any member knows is available to the group as a whole at a moment's notice” (Jenkins, 2007)

• “…the more diverse the participants, the richer the final outcome” (Jenkins, 2007)

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Diverse theoretical support

• Asset-based community development (ABCD; Kretzmann & McKnight, 1997)

• Positive Deviance (PD; Singhal, Sternin, & Dura, 2009)• Bridging and bonding (Putnam, 2001)

• Community is resource-rich and already in possession of its own answers.

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Development

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Theory generationNML Skill SEL Competencies Hybrid Definitions

Play Social awareness, Self-management

Utilizing resources (including one’s environment) in order to problem solve/overcome obstacles through a deliberate process of observation of progress and revision goals, akin to experimental protocols.

Performance Social awareness Adopting alternative identities through embracing the perspective of and empathizing with others for the purpose of improvisation and discovery

Appropriation Social awareness, Responsible decision-making

Using community resources – specifically media content – and ethically, respectfully sampling and remixing

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CurriculumSunukaddu NML Skill SEL

CompetenciesHands-on Activities

Communication—message construction, storytelling (fiction, non-fiction, autobiographical)

Play Social awareness, Self-management

Experiment with various genres (comedy, action-adventure, thriller, fairy tale, etc.) for telling a story.

Communication—message construction, storytelling (fiction, non-fiction, autobiographical)

Performance Social awareness Have multiple small groups roleplay a day in the life of a teenaged HIV/AIDS patient who attends this school and the various people in his/her life. How do peers treat him/her during lunchtime and after school? What is his/her home life like?

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CurriculumSEL

CompetenciesSEL

CompetencyNML Skills Hands-on

Activities

Manipulation of diverse media — video, audio, digital (including cell phones), clothes, art, pottery, jewelry

Relationship skills Collective intelligence In a group of four, create two pieces inspired by the youths living with HIV/AIDS situation. One piece should consist of one material only, such as video or cloth. The other piece should consist of four different materials, one per group member. Each group member must contribute to both pieces. As your group decides which materials to work with and what sort of piece to create, notice how you prevent, manage, and/or resolve interpersonal conflict.

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Onward…(Preparation, Implementation, etc)

• Adaptation from Project AIM, SELect programs• Lesson planning, differentiation• Iterative revision• Pilot: July, Dakar, two groups of 10 youths

Saving the world!!!

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Acknowledgements

• Dr. Michael Cody• Dr. Henry Jenkins• Dr. Sheila Murphy• Dr. Stacy Smith• Doe Mayer• Alexandre Rideau• Dr. Deborah Glik• Phillip Massey